scholarly journals Support infrastructure available to Canadian residents completing post-graduate global health electives: current state and future directions

2016 ◽  
Vol 7 (3) ◽  
pp. e41-50 ◽  
Author(s):  
Lojan Sivakumaran ◽  
Tasha Ayinde ◽  
Fadi Hamadini ◽  
Sarkis Meterissian ◽  
Tarek Razek ◽  
...  
Keyword(s):  
Global Health ◽  
Institutional Support ◽  
Survey Study ◽  
Infrastructure Management ◽  
Post Graduate ◽  
Canadian Universities ◽  
Medical Trainees ◽  
Current State ◽  
Regulatory Bodies ◽  
Global Health Electives

Background: Global health electives offer medical trainees the opportunity to broaden their clinical horizons. Canadian universities have been encouraged by regulatory bodies to offer institutional support to medical students going abroad; however, the extent to which such support is available to residents has not been extensively studied.Methods: We conducted a survey study of Canadian universities examining the institutional support available to post-graduate medical trainees before, during, and after global health electives.Results: Responses were received from 8 of 17 (47%) Canadian institutions. Results show that trainees are being sent to diverse locations around the world with more support than recommended by post-graduate regulatory bodies. However, we found that the content of the support infrastructure varies amongst universities and that certain components—pre-departure training, best practices, risk management, and post-return debriefing—could be more thoroughly addressed.Conclusion: Canadian universities are encouraged to continue to send their trainees on global health electives. To address the gaps in infrastructure reported in this study, the authors suggest the development of comprehensive standardized guidelines by post-graduate regulatory/advocacy bodies to better ensure patient and participant safety. We also encourage the centralization of infrastructure management to the universities’ global health departments to aid in resource management.  

Selected Issues in Didactics of Technical Subjects: Didactic Approaches to Defining and Structuring Technical Subjects As a Scientific and Academic Discipline

2014 ◽  
Vol 4 (1) ◽  
pp. 23-44
Author(s):  
Pavel Pecina ◽  
Ivo Svoboda
Keyword(s):  
Teacher Training ◽  
Critical Analysis ◽  
Technical Education ◽  
Academic Discipline ◽  
Survey Study ◽  
Vocational Schools ◽  
Present Survey ◽  
Current State

The present survey study aims to present the results of the authors’ work and own research in the area of ​​defining and structuring didactic of technical courses with a focus on secondary technical education. The overall objective is to contribute to the issue of didactics of technical courses in the area. After defining the problem we will deal with the current state of the problem, the wider context of the issue and the concept of didactics of technical courses while implying of our own conclusions and opinions. The result can serve to specialized didacticians of technical and science subjects in this area as inspiration for their work. However, it can also serve to specialized didacticians of other subjects as well as to students of teacher training for vocational and practical subjects in secondary vocational schools. A critical analysis of resources and studies in this area has brought us to our own conclusions in the area of defining this specialized didactics, and we present them in the study.

Contemporary Global Health Governance Actors

2018 ◽  
Author(s):  
Jeremy Youde
Keyword(s):  
Global Health ◽  
World Health ◽  
Global Health Governance ◽  
Governance System ◽  
Health Governance ◽  
Current State ◽  
Funding Agencies ◽  
Health Organization ◽  
Private Actors ◽  
Public Versus Private

While Chapter 3 focuses primarily on the evolution of global health governance, Chapter 4 pays more attention to its contemporary manifestation as a secondary institution within international society. This chapter discusses the current state of the global health governance architecture—who the important actors are, how they operate, how they have changed over the past twenty-five years, and how they illustrate the fundamental beliefs and attitudes within the global health governance system. In particular, the chapter discusses the relative balance between state-based and non-state actors, as well as public versus private actors. This chapter highlights five key players within contemporary global health governance: states; the World Health Organization; multilateral funding agencies; public–private partnerships; and non-state and private actors

scholarly journals Interdisciplinary Crisis Resource Management Training: How Do Otolaryngology Residents Compare? A Survey Study

OTO Open ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 2473974X1877040 ◽  
Author(s):  
Carol Nhan ◽  
Meredith Young ◽  
Ilana Bank ◽  
Peter Nugus ◽  
Rachel Fisher ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Resource Management ◽  
Management Training ◽  
Pediatric Emergency ◽  
Interdisciplinary Teams ◽  
Survey Study ◽  
Crisis Resource Management ◽  
Pediatric Emergency Medicine ◽  
Current State ◽  
Acute Airway Obstruction

Objective Emergent medical crises, such as acute airway obstruction, are often managed by interdisciplinary teams. However, resident training in crisis resource management traditionally occurs in silos. Our objective was to compare the current state of interdisciplinary crisis resource management (IDCRM) training of otolaryngology residents with other disciplines. Methods A survey study examining (1) the frequency with which residents are involved in interdisciplinary crises, (2) the current state of interdisciplinary training, and (3) the desired training was conducted targeting Canadian residents in the following disciplines: otolaryngology, anesthesiology, emergency medicine, general surgery, obstetrics and gynecology, internal medicine, pediatric emergency medicine, and pediatric/neonatal intensive care. Results A total of 474 surveys were completed (response rate, 12%). On average, residents were involved in 13 interdisciplinary crises per year. Only 8% of otolaryngology residents had access to IDCRM training, as opposed to 66% of anesthesiology residents. Otolaryngology residents reported receiving an average of 0.3 hours per year of interdisciplinary training, as compared with 5.4 hours per year for pediatric emergency medicine residents. Ninety-six percent of residents desired more IDCRM training, with 95% reporting a preference for simulation-based training. Discussion Residents reported participating in crises managed by interdisciplinary teams. There is strong interest in IDCRM and crisis resource management training; however, it is not uniformly available across Canadian residency programs. Despite their pivotal role in managing critical emergencies such as acute airway obstruction, otolaryngology residents received the least training. Implication IDCRM should be explicitly taught since it reflects reality and may positively affect patient outcomes.

Catholic Thought and Intellectual Property: Learning from the Ethics of Obligation

2009 ◽  
Vol 25 (2) ◽  
pp. 415-451 ◽  
Author(s):  
Gabriel J. Michael
Keyword(s):  
Intellectual Property ◽  
Global Health ◽  
Twelfth Century ◽  
Ethical Obligation ◽  
Medical Technologies ◽  
Sick Person ◽  
Current State ◽  
Alive Today ◽  
The Law ◽  
Ethical Obligations

The twelfth century canon lawyer Gratian once wrote “Feed the man dying of hunger, because if you have not fed him you have killed him.” If Gratian were alive today, he might take a look at the current state of global health and say, “Succor the woman dying of disease, because if you have not helped her you have killed her.” Both of these statements express an ethical obligation: if I have food, and someone else who is hungry does not, I am obligated to share my food. Likewise, if I have medicine, and someone else who is sick does not, I am obligated to share my medicine.Unfortunately, with regard to medicines and other essential products, modern institutions of intellectual property often fail to enforce or even recognize such ethical obligations. In some ways, these institutions uphold an even harsher attitude toward intellectual property than other types of property. With food, even if the hungry person receives no bread, he is still permitted to produce his own. With medicines, medical technologies, and other types of goods that are protected by institutions of intellectual property, the law can and often does prevent the sick person from producing her own.

scholarly journals Community engagement in global health education supports equity and advances local priorities: an eight year Ecuador-Canada partnership

2018 ◽  
Vol 9 (2) ◽  
pp. e46-51
Author(s):  
Shivali Misra ◽  
Alison Doucet ◽  
Juana Morales ◽  
Neil Andersson ◽  
Ann Macaulay ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Community Engagement ◽  
Participatory Research ◽  
Health Priorities ◽  
Health Improvement ◽  
Medical Trainees ◽  
Global Health Education ◽  
Community Identification ◽  
Community Outcomes

Background: Global health education initiatives inconsistently balance trainee growth and benefits to host communities. This report describes a global health elective for medical trainees that focuses on community engagement and participatory research to provide mutually beneficial outcomes for the communities and trainees.Methods: An eight-year university–community partnership, the Chilcapamba to Montreal Global Health Elective is a two-month shared decision-making research and clinical observership experience in rural Ecuador for medical trainees at McGill University, Canada. Research topics are set by matching community-identified priorities with skillsets and interests of trainees, taking into consideration local potential impact.Results: Community outcomes included development of a Community Health Worker program, new collaborations with local organizations, community identification of health priorities, and generation of health improvement recommendations. Collaborative academic outputs included multiple bursary awards, conference presentations and published manuscripts.  Conclusion: This medical global health elective engages communities using participatory research to prioritise socially responsible and locally beneficial outcomes.

scholarly journals Optimising the Awareness of Benefits of Sustainable Construction Practices in Nigeria

2021 ◽  
Vol 9 (1) ◽  
pp. 62-77
Author(s):  
Peter Uchenna Okoye ◽  
Isaac Abiodun Odesola ◽  
Kevin Chuks Okolie
Keyword(s):  
Fundamental Principle ◽  
Survey Study ◽  
Sustainable Construction ◽  
Importance Index ◽  
Significant Difference ◽  
Regulatory Bodies ◽  
High Level ◽  
Training Background ◽  
Group Engagement ◽  
Awareness Level

Abstract Awareness of the benefits of sustainable construction practices has been acknowledged as the fundamental principle that underlies its implementation. This survey study examined the level of awareness of the benefits of sustainable construction practices among building construction stakeholders and the strategies for optimising the awareness level through the use of questionnaire. The Mann–Whitney U Test result revealed that there was significant difference in the awareness level of benefits of sustainable construction practices between building professionals and non-professionals, in spite of a general moderate high level of awareness; due to difference in the training background and experience of the professionals and non-professionals. The Relative Importance Index (RII) result further showed that these differences could be narrowed through the adoption of 12 strategies for promotion of awareness. For maximum optimisation, the study suggested that six high level importance strategies had to be operationalised. However, when these are not readily available or very difficult to apply, alternative medium-high level importance strategy could be adopted. Thus, since non-professional stakeholders such as clients and non-professional contractors do not have opportunity of learning as professionals, the study suggested that the professionals should engage in such strategies as community or professional group engagement and local partnership with the non-professional stakeholders so as to create an interface that would promote awareness of benefits of sustainable construction practices among the stakeholders. Similarly, relevant authorities, such as government agencies and regulatory bodies need to embark on other alternative strategies such as advertisement promotion, etc.

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

Pre-Departure Training for Global Health Electives at US Medical Schools

2017 ◽  
Vol 27 (3) ◽  
pp. 535-541 ◽  
Author(s):  
Taylor Goller ◽  
Alexandra Miller ◽  
Molly Moore ◽  
Anne Dougherty
Keyword(s):  
Global Health ◽  
Medical Schools ◽  
Global Health Electives

Using Reflective Writing to Explore Resident Resilience during Global Health Electives

2022 ◽  
Author(s):  
Amy R. L. Rule ◽  
Stephen Warrick ◽  
David W. Rule ◽  
Sabrina M. Butteris ◽  
Sarah A. Webber ◽  
...  
Keyword(s):  
Global Health ◽  
Reflective Writing ◽  
Self Awareness ◽  
Health Issues ◽  
Personal Safety ◽  
Student Resilience ◽  
Personal Resilience ◽  
Resident Resilience ◽  
Global Health Electives

Pediatric residents participating in global health electives (GHEs) report an improved knowledge of medicine and health disparities. However, GHEs may pose challenges that include cost, personal safety, or individual mental health issues. The objective of this study was to describe the use of guided reflections to understand resident resilience during GHEs. Forty-five residents enrolled in two pediatric training programs were asked to respond in writing to weekly prompts during a GHE and to complete a post-trip essay. Analysis of the reflections and essays, including an inductive thematic analysis, was completed. Two coders performed a second analysis to support classification of themes within the Flinders Student Resilience (FSR) framework. Four themes emerged from the initial analysis: 1) benefits, 2) stresses and challenges, 3) career development, and 4) high-value care. Analysis using the FSR framework revealed the following themes: acknowledgment of personal limitations, importance of relationships in coping throughout the GHE, and discernment of career focus. Reflective writing provided insight into how residents mitigate GHE challenges and develop resilience. Despite statements of initial distress, residents focused on their personal benefits and growth during the GHE. The FSR framework revealed the residents’ robust self-awareness of limitations and that strong relationships on the ground and at home were associated with perceived benefits and growth. Programs should consider helping residents to identify healthy coping practices that can promote personal resilience during GHEs as part of pre-departure preparation and debriefing, as well as providing for supportive communities during the GHE.

Sign in / Sign up

Export Citation Format

Share Document